Assignment: ELM305 Topic6 Field-Experience

Assignment: ELM305 Topic6 Field-Experience

Assignment: ELM305 Topic6 Field-Experience

Assignment: ELM305 Topic6 Field-Experience

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ELM 305 Topic 6 Clinical Field Experience E GCU
ELM 305 Topic 6 Clinical Field Experience E: Literacy Post Assessment
Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.

Allocate at least 3 hours in the field to support this field experience.

Part 1: Standards‐Based Literacy Assessment

Working with your certified general education mentor teacher:

Implement your activity with your designated small group of students.
Reassess the students using the same pre‐assessment format, now as the post‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Part 2: Lesson Reflection

In 250‐500 words, address the following:

summarize your activity and reflect upon your instructional choices, activity delivery, and pre‐ and post‐assessment data.
Analyze the data from your pre‐ and post‐assessments and discuss how you would use that data to guide your future planning and instruction.
Reflect on the delivery of the activity. Identify successes of the activity delivery, as well as opportunities for revision.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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